Presentation on theme: "Welcome to our Miller / Craddock Parent Curriculum Night Thank you for coming!"— Presentation transcript:
Welcome to our Miller / Craddock Parent Curriculum Night Thank you for coming!
Evening Goals I can list several reasons for the shift to the new curriculum. I can explain some of the key shifts for the new standards. I can share with my child the “big ideas” in his/her grade level curriculum for Math and Language Arts. I can utilize the resources presented tonight and those that will be available on the Aurora City Schools website to assist my child (academically successful & less stress).
Why did Ohio shift to the new Common Core standards? In a word- RIGOR
Why the change in rigor. Present Conditions + Future Challenges
Why did Ohio shift to the new Common Core standards? College and Career Ready 40% of the students in the U.S. need to take a remedial class to attend college. HS Dropout rate is too high. Current Curriculum is too broad (Deep vs. Wide) The former curriculum had double the number of standards as the common core. The emphasis was on skills and knowledge; shifts to an emphasis on higher order thinking skills. Global Competition (Internationally Benchmarked) US ranking on international tests is flat or falling.
Jobs Require More Education & Training NO COLLEGE REQUIRED COLLEGE REQUIRED Source: Georgetown Center on Education and the Workforce, 2010.
Are Ohio Students Ready for College? Percent of Ohio Students Ready For: College Biology: College Algebra: College Social Studies: College English Composition: 35% 49% 58% 71% Source: ACT, “The Conditions of College & Career Readiness, Class of 2011: Ohio.”
Are Ohio Students Ready for College? Only 28% of Ohio students are ready in all four content areas Source: ACT, “The Conditions of College & Career Readiness, Class of 2011: Ohio.”
ACT Composite Mean-AHS
Total AP Exams 2000-2013
# AP Exams Passed 2000-2013
How will the changes affect instruction? The Common Core standards define what all students are expected to know and be able to do, and it aligns in it progressions or scaffolds. Lessons will be designed to allow students more time to practice and explore new knowledge/skills (less breadth/more depth). Students will have opportunities to apply their knowledge to “real-world” problems.
Report Card Revisions Here is our statement of purpose: The purpose of our report card is to communicate with parents and students the achievement of specific learning goals and behaviors. It identifies students' levels of progress with regard to those goals, areas of strength, and areas where additional time and effort are needed at home and in school. Changed from reporting at a higher level to the specific standard level. Reporting progress using a four point rubric versus a three point rubric. Added the Standardized Assessment scores.
Third Grade Reading Guarantee For the 2013-2014 school year, a student must reach at least a 392 on the Grade 3 Reading Ohio Achievement Assessment (OAA) to move on to the fourth grade. If a student does not reach that score, the student may still move on to fourth grade if they qualify for a retention exemption.
Third Grade Reading Guarantee These exemptions apply to: Limited English proficient students who have been enrolled in U.S. schools for less than three full school years and have had less than three years of instruction in an English as a Second Language program; Special education students whose IEPs specifically exempt them from retention under the Third Grade Reading Guarantee; Any student who has received intensive remediation for two years and was previously retained in kindergarten through the third grade; and Students who demonstrate reading competency on a Reading OAA Alternative approved by the Ohio Department of Education.
Objectives for Tonight Inform parents of our new standards for grades K-2 Inform parents of research-based math instruction and our district vision of math instruction Inform parents how they can support learning from home
Common Core Increased Rigor More Depth K-2 Heavy in Number Sense Process Standards
Mathematical Practices Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments / critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
What can parents do- help build “habits of mind” (strategies, personal traits)? Habits of Mind for Math Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
Research Ball, D. L., Hill, H. C. & Bass, H. (2005). Knowing mathematics for teaching. American Educator. 14-22; 43-46. Baroody, Arthur J. (2007). An alternative reconceptualization of procedural and conceptual knowledge. Journal for Research in Mathematics Education, 38 (2), 115-131. Cornelius-White, Jeffrey (2007). Learner- centered teacher-student relationships are effective: A meta analysis. Review of Educational Research, 77(1), 113-143. Fennema, Elizabeth, Carpenter, Thomas P., & Franke, Megan L. (1991). Cognitively Guided Instruction. Wisconsin Center for Education Research. Fennema, Elizabeth, Carpenter, Thomas P., Franke, Megan L., & Carey, Deborah A. (1992). Learning to use children's mathematics thinking: A case study. In R. Davis & C. Maher (Eds.), Schools, mathematics and the world of reality (pp. 93-117). Needham Heights, MA: Allyn and Bacon. Frankenstein, Marilyn (1987). Critical mathematics education: An application of Paulo Freire's Epistemology. In I. Shor (Ed.) Freire for the classroom: A sourcebook for liberatory teaching. Portsmouth: Heineman. Freire, Paolo (1973/1989). Pedagogy of the oppressed. New York: Continuum. Gutstein, Eric & Peterson, Bob. (2005). Rethinking Schools: Teaching Social Justice by the numbers. Milwaukee, WI: Rethinking Schools, Ltd. Hiebert, J., Carpenter, T., Fennema, E., Fuson, K., Wearne, D., Murray, H., Oliver, A., & Human, P. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann. Pace, Judith L. & Hemmings, Annette. (2007). Understanding authority in classrooms: A review of theory, ideology, and research. Review of Educational Research, 77(1), 4-27. Star, Jon R. (2007). Research commentary: A rejoinder foregrounding procedural knowledge. Journal for Research in Mathematics Education, 38 (2), 132-135.
Findings Knowledge of student thinking highly correlated with success All children can learn Increase in confidence Students sharing promoted development of more efficient strategies Lecture less – Learn more Students create strategies Students know more facts Students that were not doing well start to succeed
Food for Thought WE LEARN 10% read 20% hear 30% see 50% see/hear 70% discussed 80% experienced 95% what we teach
Fluency The NCTM Principle and Standards of School Mathematics (2000) defines computational fluency as having efficient, flexible and accurate methods for computing. The key thing to note is that it does not say compute using paper and pencil methods. Procedural Fluency is defined as the skill in carrying out procedures flexibly, accurately, efficiently, and appropriately.
Fluency Principles and Standards for School Mathematics states, “Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in the computational methods they choose, understand and can explain these methods, and produce accurate answers efficiently. The computational methods that a student uses should be based on mathematical ideas that the student understands well, including the structure of the base-ten number system, properties of multiplication and division, and number relationships”
Ten Guiding Principles for ELA CC Instruction: 1.Make close reading of the texts central to the lesson. 2.Structure majority of instruction so ALL students read grade level complex texts (do critical reading and analysis of text). 3.Emphasize informational texts from earliest grades on (exposure and access). 4.Provide scaffolding that does not preempt or replace text. 5.Ask text-dependent questions.
Ten Guiding Principles for ELA CC Instruction: 6.Provide extensive research and writing opportunities (claims, arguments and evidence). 7.Offer regular opportunities for students to share ideas, evidence, and research (prep, evidence, perspectives). 8.Offer systematic instruction in vocabulary. 9.Provide explicit instruction in grammar and conventions. 10.Cultivate students’ independence. Sue Pimente, ODE
What can parents do- help build “habits of mind” (strategies, personal traits)? Habits of Mind for ELA Demonstrate independence as learners Build strong content knowledge Respond to the varying demands of audience, task, purpose and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Come to understand other perspectives and cultures
Classroom Presenters English/Language ArtsMath Jannine MasonCyndi Haughey Ashley TylerJudy Dolezal Kim ArmbrechtCourtney Kohanski Jodi RoscoeLisa Leone Valli StaufferKelly Wilk Laura ArtersStephanie Quinn Kathy Christian
Breakout Sessions Kindergarten Math (Last Name A-L) Room 110 Language Arts (Last Name M-Z) Room 109 1 st Grade Math (Last Name A-L) Room 214 Language Arts (Last Name M-Z) Room 215 2 nd Grade Math (Last Name A-L) Room 104 Language Arts (Last Name M-Z) Room 103